MailCom 2009 Train The Trainer


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MailCom 2009 Train The Trainer

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MailCom 2009 Train The Trainer

  1. 1. Course #: LD123 Title: Train the Trainer Scheduled For: Monday, Round Two, 2:15-3:15 pm Presented By: William L. Ware, CMDSM Oce Business Services
  2. 2. Training Today <ul><li>As important as training is these days, many organizations can’t afford the luxury of having experienced trainers on staff. Or, if they do, their trainers can’t keep up with the increasing demands as jobs change and re-training becomes necessary. </li></ul><ul><li>As a result, those who never had the opportunity to develop professional training skills are occasionally being required to develop and conduct training sessions. </li></ul>
  3. 3. Principles of Training <ul><li>Becoming aware of what constitutes a good teacher/trainer </li></ul><ul><li>Learning how to teach adults and others </li></ul><ul><li>Developing a rich learning experience using various methods </li></ul><ul><li>Learning how to create a lesson plan/teaching guide </li></ul><ul><li>Exploring icebreakers and learning how to use them effectively </li></ul><ul><li>Learning how to create presentations and present them properly </li></ul><ul><li>Learning how to time a lesson </li></ul>
  4. 4. Training Workshop <ul><li>The essential workshop for those who wish to present workshops and training classes for adults. </li></ul>
  5. 5. Workshop Outline <ul><li>What is the goal of the Trainer? </li></ul><ul><li>A Good Teacher is … </li></ul><ul><li>How do we teach adults? </li></ul><ul><li>Teaching to the brain </li></ul><ul><li>How will I teach? </li></ul><ul><li>How to create an engaging atmosphere </li></ul><ul><li>Create a teaching guide </li></ul><ul><li>How will you begin your class? </li></ul><ul><li>Icebreakers </li></ul><ul><li>Create your presentation </li></ul><ul><li>Present the presentation </li></ul><ul><li>End your presentation on time </li></ul><ul><li>Prepare for Disruptors </li></ul><ul><li>Checklist before and day of training </li></ul>
  6. 6. Training Program <ul><li>How To: </li></ul><ul><li>Conduct a needs assessment </li></ul><ul><li>Identify their training style </li></ul><ul><li>Design their instructional plan </li></ul><ul><li>Use active training techniques </li></ul><ul><li>Deliver their training </li></ul><ul><li>Evaluate their training </li></ul>
  7. 7. Train the Trainer <ul><li>Introduction </li></ul><ul><li>Psychology of Learning </li></ul><ul><li>Prepare the Lesson Plan </li></ul><ul><li>Instructional Methods </li></ul><ul><li>How to Conduct Classroom Presentations </li></ul><ul><li>The Use of Transitions </li></ul><ul><li>Advantage of Questions </li></ul><ul><li>Quick List of Hints for Good Instruction </li></ul>
  8. 8. 1. Introduction <ul><li>Effective instruction requires planning </li></ul><ul><li>The instructor must know what he wants his students to learn </li></ul>
  9. 9. 2. Psychology of Learning <ul><li>Characteristics of Learning </li></ul><ul><li>Learning Concepts & Generalizations </li></ul><ul><li>Laws of Learning </li></ul>
  10. 10. A. Characteristics of Learning <ul><li>Learning comes through experience </li></ul><ul><li>Learning is multifaceted </li></ul><ul><li>Learning is an active process </li></ul>
  11. 11. B. Learning Concepts & Generalizations <ul><li>Concept formation </li></ul><ul><li>Foundations of generalization & concepts </li></ul><ul><li>Tips for the instructor </li></ul>
  12. 12. C. Laws of Learning <ul><li>Law of Readiness </li></ul><ul><li>Law of Exercise </li></ul><ul><li>Law of Effect </li></ul><ul><li>Law of Primacy </li></ul><ul><li>Law of Intensity </li></ul><ul><li>Law of Recency </li></ul>
  13. 13. Psychology’s Rules of Learning <ul><li>Stimulate Students </li></ul><ul><li>Recognize Individual Differences </li></ul><ul><li>Understanding and Repetition Aid Retention </li></ul><ul><li>Distributed Practice Aids Retention </li></ul><ul><li>Show It Like It Is </li></ul><ul><li>First and Last Impressions Are Retained </li></ul><ul><li>Exotic Experience is Remembered </li></ul><ul><li>Showing Errors Can Aid Learning </li></ul><ul><li>Rewards Aid Learning </li></ul><ul><li>Recognition is Easier Than Recall </li></ul>
  14. 14. Psychology’s Rules of Learning <ul><li>Much is Forgotten Rapidly </li></ul><ul><li>Known Authorities Are Believed </li></ul><ul><li>Exact Repetition Effective </li></ul><ul><li>Fear Is Effective In Small Doses </li></ul><ul><li>Success Begets Further Success </li></ul><ul><li>Tie-In Is Essential To Learning </li></ul><ul><li>“ Belongingness” and “Satisfiers” Aid Learning </li></ul><ul><li>Old and Strong Ideas Are Best Retained </li></ul><ul><li>Active Practice Is Best </li></ul><ul><li>New Learning May Detract From Previous Learning </li></ul>
  15. 15. 3. Prepare The Lesson Plan <ul><li>Research the Topic </li></ul><ul><li>Writing Objectives </li></ul><ul><li>Lesson Plan Sections </li></ul><ul><li>Lesson Plan Cover Page </li></ul>
  16. 16. A. Research the Topic <ul><li>Instructional research is getting all available materials on the subject together and reading or looking at it for relevant information. </li></ul><ul><li>All supporting material and training aids must be checked for accuracy and usefulness. </li></ul>
  17. 17. B. Writing Objectives <ul><li>A training objective must state the task to be done, the condition under which behavior will take place and be observed, and the standards the behavior should meet. </li></ul><ul><li>A complete objective will contain a Task, a Condition, and a Standard. </li></ul>
  18. 18. B. Writing Objectives <ul><li>Description of Performance (TASK) </li></ul><ul><li>Conditions Under Which the Behavior is to be Observed </li></ul><ul><li>Job Aids, Handouts, Instructions, Pre-printed Forms, other Written Documents </li></ul><ul><li>Standards the Student Must Meet </li></ul>
  19. 19. C. Lesson Plan Sections <ul><li>Introduction </li></ul><ul><li>Explanation/Demonstration/Application </li></ul><ul><li>Evaluation </li></ul>
  20. 20. C. Lesson Plan Sections <ul><li>Introduction </li></ul><ul><li>Reason / Motivation </li></ul><ul><li>Objective </li></ul><ul><li>Procedures </li></ul><ul><li>Lesson Plan Paragraph Format </li></ul>
  21. 21. Evaluation <ul><li>The Purpose of the Student Evaluation </li></ul><ul><ul><li>Monitor Student Achievement </li></ul></ul><ul><ul><li>Identify Problem Areas </li></ul></ul><ul><li>Secondary Evaluation Function </li></ul><ul><ul><li>Lets you know if you were successful teaching your objectives. </li></ul></ul><ul><ul><li>Allows you to make decisions about the instructional methods and/or materials. </li></ul></ul><ul><ul><li>Judging student progress. </li></ul></ul><ul><ul><li>Facilitating student learning. </li></ul></ul>
  22. 22. D. Lesson Plan Coverage Page <ul><li>Instructional Unit </li></ul><ul><li>Instructor Names </li></ul><ul><li>Type </li></ul><ul><li>Time </li></ul><ul><li>Required training Aids </li></ul><ul><li>Handouts </li></ul><ul><li>Objective </li></ul><ul><li>Purpose </li></ul><ul><li>Tie-In </li></ul>
  23. 23. 4. Instructional Methods <ul><li>Lecture Method </li></ul><ul><li>Demonstration Method </li></ul><ul><li>Practical Exercise </li></ul><ul><li>Controlled Practical Exercise </li></ul><ul><li>Practice Method </li></ul><ul><li>Case Study or team Practice </li></ul><ul><li>Coach and Pupil </li></ul><ul><li>Independent </li></ul>
  24. 24. How to Develop a Teaching Point <ul><li>From Simple to Complex </li></ul><ul><li>From Known to Unknown </li></ul><ul><li>From Most Frequently Used to Least Frequently Used </li></ul><ul><li>From Past to Present </li></ul>
  25. 25. 5. How to Conduct Classroom Presentations <ul><li>Knowledge of the Subject to be Taught </li></ul><ul><li>Effective Communication </li></ul>
  26. 26. A. Knowledge of the Subject to be Taught <ul><li>An instructor’s communication of thought, concept, skill, or teaching must be based on a foundation of subject mastery. </li></ul>
  27. 27. B. Effective Communication <ul><li>Physical Vitality </li></ul><ul><li>Contact Vitality </li></ul><ul><li>Voice Vitality </li></ul><ul><li>Word Vitality </li></ul>
  28. 28. 6. The Use of Transition s <ul><li>Refer to the subject </li></ul><ul><li>Use frequent summaries </li></ul><ul><li>Use rhetorical questions </li></ul><ul><li>Use connective words and phrases </li></ul><ul><li>Number points </li></ul>
  29. 29. 7. Advantage of Questions <ul><li>Increases Student Interest </li></ul><ul><li>Stimulates Student Thinking </li></ul><ul><li>Reveals Student Attitudes </li></ul><ul><li>Permits Student Contribution </li></ul><ul><li>Provides Emphasis and Reinforcement of Main Points </li></ul><ul><li>Checks the Effectiveness of the Instruction </li></ul>
  30. 30. Questioning Techniques <ul><li>Specific Purpose </li></ul><ul><li>Clarity </li></ul><ul><li>Require a Definite Answer </li></ul><ul><li>Emphasize One Point </li></ul>
  31. 31. 8. List of Hints for Instructors <ul><li>The Introduction </li></ul><ul><li>The Delivery </li></ul><ul><li>The Summary </li></ul><ul><li>Classroom Management </li></ul><ul><li>Demonstrations </li></ul><ul><li>Application Practical Exercises </li></ul><ul><li>Evaluations </li></ul>
  32. 32. Effective Training Techniques <ul><li>Preparing new employees to perform their jobs </li></ul><ul><li>Developing employees to be more efficient and productive </li></ul><ul><li>Preparing employees for advancement to more responsible positions </li></ul>
  33. 33. Developing a Training Program <ul><li>Identifying training needs </li></ul><ul><li>Establishing objectives </li></ul><ul><li>Analyzing the target audience </li></ul><ul><li>Developing lesson plans </li></ul><ul><li>Conducting the training sessions </li></ul><ul><li>Evaluating the training program </li></ul>
  34. 34. 1. Identifying Training Needs <ul><li>Employees may indicate training needs by asking questions or by expressing a desire to learn more about something. </li></ul><ul><li>Supervisors and managers will become aware of training needs through daily observation, assessments of the effect of change, and clues provided by internal records and reports. </li></ul><ul><li>Immediate needs may be identified through internal reports of deficiencies and recommendations of regulatory and accrediting agencies. </li></ul><ul><li>Evaluations of the effectiveness of previous training programs may identify needs for retraining or follow-up. </li></ul>
  35. 35. 2. Establishing Objectives <ul><li>Specifying for participants what they will learn and what they will be expected to do as a result of their learning. </li></ul><ul><li>Serving as a guide for planning and structuring the content of the training session. </li></ul><ul><li>Selecting and sequencing the development of topics or units of study. </li></ul><ul><li>Identifying and selecting appropriate instructional techniques and materials. </li></ul><ul><li>Providing a basis for determining how and when to evaluate participant achievement. </li></ul>
  36. 36. 3. Analyzing the Target Audience <ul><li>Who will be in attendance at the meeting? </li></ul><ul><li>What does the audience know? </li></ul><ul><li>What does the audience want to know? </li></ul>
  37. 37. Analyzing the Target Audience <ul><li>People learn at different speeds. </li></ul><ul><li>Anxiety and nervousness are natural. </li></ul><ul><li>Peaks and valleys in the rate of learning are common. </li></ul><ul><li>Trainees may become discouraged. </li></ul>
  38. 38. 4. Developing Lesson Plans <ul><li>Introduction </li></ul><ul><li>Subject Matter </li></ul><ul><li>Demonstration and Audiovisuals </li></ul><ul><li>Training Methods </li></ul>
  39. 39. A. Introduction <ul><li>Statement of the objectives </li></ul><ul><li>Explanation of the value </li></ul><ul><li>Definitions of the terms </li></ul><ul><li>Descriptions of equipment </li></ul><ul><li>Duration – length of class </li></ul>
  40. 40. B. Subject Matter <ul><li>Present 3 – 5 major points </li></ul><ul><li>Points in logical order </li></ul><ul><li>Present one point at a time </li></ul>
  41. 41. C. Demonstration and Audiovisuals <ul><li>Blackboard or Chalkboard </li></ul><ul><li>Chart Pads </li></ul><ul><li>Charts </li></ul><ul><li>Overhead Transparency Projector </li></ul><ul><li>Slide/Filmstrip Projectors </li></ul><ul><li>Motion Picture Projector </li></ul><ul><li>Model or Mock-up </li></ul><ul><li>Tape Recorder </li></ul><ul><li>Handouts </li></ul><ul><li>Video Tape Recorder </li></ul>
  42. 42. Percentages of retention after five days when different training techniques are used. <ul><li>Technique Retention </li></ul><ul><li>Saying & doing 90% </li></ul><ul><li>Saying & thinking 70% </li></ul><ul><li>Seeing & hearing 50% </li></ul><ul><li>Seeing 30% </li></ul><ul><li>Hearing 20% </li></ul><ul><li>Reading 10% </li></ul>
  43. 43. D. Training Meth ods <ul><li>Lecture </li></ul><ul><li>Demonstration </li></ul><ul><li>Life Line </li></ul><ul><li>Work Group </li></ul><ul><li>Buzz Group </li></ul><ul><li>Shot Gun Questions </li></ul><ul><li>Rifle Shot Questions </li></ul><ul><li>Role Playing </li></ul><ul><li>Case Studies </li></ul><ul><li>Testing </li></ul><ul><li>Summarize </li></ul>
  44. 44. 5. Conducting the Training Session <ul><li>Prepare </li></ul><ul><li>Project Self-confidence </li></ul><ul><li>Encourage Participation </li></ul><ul><li>Keep Control </li></ul>
  45. 45. 6. Evaluating the Training Session <ul><li>Identify participants’ attitudes about learning to create a responsive learning environment. </li></ul><ul><li>Identify participants’ experiences and abilities to shape program content. </li></ul><ul><li>Identify participants’ learning difficulties to discover areas that may require review or re-teaching. </li></ul><ul><li>Assess the effectiveness of instruction to determine the appropriateness of teaching materials and techniques. </li></ul>
  46. 46. The Five “Ps” of Successful Training <ul><li>Plan Your Session </li></ul><ul><li>Prepare Your Trainee </li></ul><ul><li>Present the Job </li></ul><ul><li>Prove Understanding </li></ul><ul><li>Practice Time </li></ul>
  47. 47. Train the Trainer <ul><li>Thank You </li></ul>
  48. 48. Contact Information <ul><li>William L. Ware , CMDSM </li></ul><ul><li>Senior Site Manager </li></ul><ul><li>Oce Business Services, Inc. </li></ul><ul><li>AllianceBernstein, LLC </li></ul><ul><li>1345 Avenue of the Americas, 9 th flr </li></ul><ul><li>New York, NY 10105 </li></ul><ul><li>212-969-6951 office </li></ul><ul><li>E-mail – </li></ul><ul><li> </li></ul>